Education in the focus "The EU strategy 2020" - in regions with lack of access to infrastructure and high qualification jobs - CMS an der HLUW ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
Das Österreichische
Das Österreichische
Bildungssystem
Bildungssystem
| The Austrian
| The Austrian
Education
Education
SystemSystem
Sonderpädagogik / Inklusive
Sonderpädagogik
Bildung / Inklusive Bildung BVJ* Integrative BVJ* Integrative (Werk-) Meisterschulen(Werk-) Meisterschulen
Special education / Integrated
Special education
education/ Integrated education Berufsausbildung Berufsausbildung School for Mastercraftsmen,
School for Mastercraftsmen,
Integrated vocational Integrated vocational Foreman, ConstructionForeman, 3
Trades Construction Trades 3
ISCED 0 | 1 | 2 ISCED 0 | 1 | 2training training
ISCED 3B ISCED 3B
2 – 4 sem. ISCED 5B 2 – 4 sem. ISCED 5B
Volksschul-oberstufeVolksschul-oberstufe 1 1
Primary school Primary school Kollegs Tagesform Tagesform
Kollegs Abendform Abendform
Upper cycle Upper cycle Postsecondary Daytime Daytime
Postsecondary Evening Evening
Courses Courses
Courses 2 Courses 2
ISCED 2 VET Courses VET Courses
examination
examination
ISCED 2 Berufsschulen Berufsschulen
1 1
und Lehre und Lehre
4 sem. 6 sem. ISCED 5B4 sem. 6 sem. ISCED 5B
Polytechnic schools
Polytechnic schools
(Duales System) (Duales System)
Berufsreifeprüfung
Berufsreifeprüfung
Vocational schools Vocational schools
Polytechnische Schulen
Polytechnische Schulen
Vocational matriculation
Vocational matriculation
for apprentices for apprentices Akademien für Gesundheitsberufe
Akademien für Gesundheitsberufe
(Dual system) (Dual system) Higher education for health
Higherprofessions
education for health professions
1 1 2 2
ISCED 3B ISCED 3B
ISCED 3C
ISCED 3C
6 sem. ISCED 5B 6 sem. ISCED 5B
Hauptschule Hauptschule GuK** GuK**
Vorschule | Preschool
Vorschule | Preschool
3 3 2 2 Lehrgänge an Universitäten,
Lehrgänge Fachhochschulen
an Universitäten, undFachhochschulen
Pädagogi- aund Pädagogi- a
Lower secondary school
Lower secondary school
Bridge
ISCED 4B ISCED 4B
schen Hochschulen schenContinuing
Hochschulen
education Continuing
courses at universities,
education courses at universities,
Universities of AppliedUniversities
Sciences andofUniversity
Applied Sciences
Collegesand
of Teacher
University Colleges of Teacher
Berufsbildende ***
Berufsbildende 2 *** 2
Bridge courses
courses
3 Education Education
Add-on courses
Add-on courses
Mittlere Schulen Mittlere Schulen
ISCED 3 3 ISCED 3
3C | 4B 3C | 4B ISCED 4C | 5A | 5B ISCED 4C | 5A | 5B
(BMS) (BMS)
Aufbaulehrgänge
Aufbaulehrgänge
ISCED 2 ISCED 2
Secondary Secondary
Vorbereitungslehrgänge
Vorbereitungslehrgänge
technical and technical and Pädagogische Hochschulen
Pädagogische Hochschulen
vocational schools vocational3schools 3 University Colleges of Teacher
University
Education
Colleges of Teacher Education
Medium-level Medium-level
ISCED 4A
ISCED 4A
ISCED 3B ISCED 3B 5 5 ISCED 5A ISCED 5A
Kindergarten Kindergarten
Volksschule Volksschule Neue Mittelschule Neue Mittelschule Fachhochschulen Fachhochschulen
Nursery school Nursery school
Primary school Primary school New secondary schoolNew secondary school Universities of AppliedUniversities
Sciences of Applied Sciences
Berufsbildende Berufsbildende
Höhere Schulen (BHS)Höhere Schulen (BHS)
Upper-level secondaryUpper-level secondary ISCED 5A ISCED 5A
technical and technical and 5 5
vocational colleges vocational colleges
PrivatuniversitätenPrivatuniversitäten
ISCED 2 ISCED 2 Private Universities Private Universities
ISCED 3A | 4A ISCED 3A | 4A ISCED 5A ISCED 5A
Universitäten Universitäten
Allgemein bildende Allgemein bildendeAllgemein bildende Allgemein bildende Universities Universities
höhere Schule (AHS) höhere Schule (AHS)
höhere Schulen (AHS)höhere Schulen (AHS)
Unterstufe Unterstufe oberstufe oberstufe ISCED 5A ISCED 5A
Academic secondary school school
Academic secondarySecondary Secondary4 4
Lower level Lower level academic schools academic schools
Upper level Upper level Universitäten der KünsteUniversitäten der Künste
ISCED 0 ISCED 0 Universities of the ArtsUniversities of the Arts
BACHELoR
BACHELoR
MAStER
MAStER
DoCtoR, PhD
DoCtoR, PhD
DIPLoMA PRoGRAMMES b
DIPLoMA PRoGRAMMES b
ISCED 1 ISCED 1 ISCED 2 ISCED 2 ISCED 3A ISCED 3A ISCED 5A ISCED 5A ISCED 6 ISCED 6
Allgemeine SchulpflichtAllgemeine
| compulsorySchulpflicht
education | compulsory education
Schulstufe Schulstufe 6 – 8 sem. 6 – 8 sem. 2 – 4 sem. sem.
24––48sem. 4 – 8 sem.
school years 1
school years 2 3 14 2 3 5 46 7 58 6 7 9 810 11 912 1013 1114 12 13 14
Alter Alter
age
6 7
age
8 69 7 810 911 12 1013 11 1214 1315 16 1417 1518 1619 17 18 19
Primarstufe Primarstufe Sekundarstufe Sekundarstufe Postsekundar- und tertiärstufe
Postsekundar- und tertiärstufe
primary level primary level secondary level secondary level postsecondary and tertiary
postsecondary
level and tertiary level
Legende des Bildungssystems
Legende des Bildungssystems
| Key Education System
| Key Education System
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.
This project has been founded with support from the European Comission. This publication reflects the views only of the
Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
1 1 Lehrabschlussprüfung
Lehrabschlussprüfung (LAP) | Apprenticeship(LAP) | Apprenticeship examination
examination Berufliche Erstqualifikation
Berufliche Erstqualifikation
information
2 Diplomprüfung
Diplomprüfung | 2Diploma examination| Diploma examination Initial vocational
Initial vocational qualifications * qualifications * ** ** *** ***
Berufsvorbereitungsjahr GuK
Berufsvorbereitungsjahr GuK Ausbildungen Ausbildungen
3 Abschlussprüfung
Abschlussprüfung3| Leaving examination| Leaving examination
Preparatory vocationalPreparatory
year Gesundheits-
vocational yearund Gesundheits- fürund
Gesundheitsberufe für Gesundheitsberufe
4 4 Reifeprüfung | Reifeprüfung
Reifeprüfung | Reifeprüfung Allgemeiner Hochschulzugang
Allgemeiner Hochschulzugang Krankenpflegeschulen Krankenpflegeschulen
Education and trainingEducation and training
5 5 Reife-
Reife- u. Diplomprüfung u. Diplomprüfung
| Reifeprüfung | Reifeprüfung
and diploma and diploma
examination examination
General higher education
General higher education Educational institutions
Educational institutions
for health professions for health professions
for nurses for nurses ISCED 3C | 4B ISCED 3C | 4B
Download der Grafik
Download
unterder Grafik unter
entrance qualificationsentrance qualifications
a Zulassung zu weiterführenden zu weiterführenden
a ZulassungStudien nach Entscheid Studien
im Einzelfall
nach Entscheid im Einzelfall ISCED 4B ISCED 4B
Admission to further studies
Admission
on case-by-case
to further studies
basis on case-by-case basis Höhere Berufsqualifikation Höhere Berufsqualifikation
To download thisTo chart
download
please visit
this chart please visit
b Diploma Programmes:
b Diploma
8 – 12 sem.
Programmes: 8 – 12 sem. Higher-level vocationalHigher-level vocational ¬ www.bildungssystem.at
¬ www.bildungssystem.at
qualifications qualificationsISCED = International ISCED = International
Standard ClassificationStandard Classification of Education
of Education ¬ www.edusystem.at
¬ www.edusystem.at
i
www.oead.at www.oead.at
Diese Publikation wurdeDiese
mit Unterstützung
Publikation wurde
der Europäischen
mit Unterstützung
Kommission
der Europäischen
finanziert. Kommission
Die Verantwortung
finanziert.
für den
Die Inhalt
Verantwortung
dieser Veröffentlichung
für den Inhalt trägt
dieserallein
Veröffentlichung
der Verfasser;trägt
die Kommission
allein der Verfasser;
haftet nicht
die Kommission
für die weitere
haftet
Verwendung
nicht für die
derweitere
darin enthaltenen
VerwendungAngaben.
der darin enthaltenen Angaben.
This publication has beenThis
funded
publication
with support
has been
fromfunded
the European
with support
Commission.
from theThis
European
publication
Commission.
reflects the
Thisviews
publication
only of the
reflects
author,
the and
viewsthe
only
Commission
of the author,
cannot
andbe
theheld
Commission
responsible
cannot
for any
beuse
heldwhich
responsible
may befor
made
anyofuse
thewhich
information
may be made
contained
of thetherein.
information contained therein.
2
Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
information
i 3
Education l The Austrian Education System
A specific feature of the Austrian system is the four-year primary/elementary education followed by
secondary education that is split up into two four-year periods.
The division is made according to the ISCED (International Standard Classification of Education) clas-
sification of the UNESCO. The Federal Ministry for Education, Arts and Culture coordinates important
tasks such as education and training of teachers and maintenance of schools, the Federal Ministry of
Science and Research assumes the governance of the higher education system.
Elementary Level
The elementary level (ISCED 0) in Austria refers to the following childcare institutions: crèches, kin-
dergartens, after-school care facilities and children’s groups. Playgroups and nannies also offer their
services. And also pre-school education of children of school age who are not yet ready for school
belongs to the elementary level.
Primary Level
Compulsory education in Austria starts at the age of 6 and lasts for nine years. The primary level (ISCED 1)
lasts four years. Schools of this level are primary/elementary schools as well as special needs schools
and integrative/inclusive education in regular schools.
Secondary Level I
After completion of the 4-year primary level secondary level I (ISCED 2) starts 5th to 8th form. Pu-
pils can choose between the following types of schools (different admission requirements): primary
school upper cylce (Volksschul-Oberstufe), lower secondary school (Hauptschule), new secondary
school (Neue Mittelschule), academic secondary school lower level (AHS Unterstufe) as well as special
needs schools and inclusive education.
Secondary Level II
Secondary level I is followed by secondary level II (9th school year) (ISCED 3 & 4), with the following
options: »polytechnical« schools (= schools preparing pupils for an apprenticeship or job), vocational
schools and apprenticeships (dual system), vocational secondary schools, vocational colleges (exclu-
ding the 4th and 5th forms), upper level of grammar schools (higher secondary schools of general
education) as well as the vocational preparatory year and integrative vocational education.
Post-secondary Level
The non-tertiary postsecondary level refers to the 4th and 5th forms of vocational colleges, the educa-
tional institutions for nurses, education and training for health professions, preparatory and continu-
ing education courses and the vocational matriculation examination.
Non-university Tertiary Level
After having completed a general or vocational education one can pursue an education in the
non-university tertiary sector (ISCED 5B): schools for mastercraftsmen, foremen and construction tra-
des, kollegs.
Tertiary Level
After having completed a general or vocational education people can study at a university, university
of applied sciences or a university college of teacher education. Having completed a university degree
you can continue your studies to obtain the highest possible degree (ISCED 6), which is the doctoral
Source: www.oead.at or PhD degree.
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.
Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
information
i 4
Institutions l Marktgemeinde – municipality of Yspertal
Zahlen und Fakten
Einwohner
• Hauptwohnsitze: 1.900 Personen
• Nebenwohnsitze: 441 Personen (lt. Volkszählung 2001)
Häuser
• 680 Häuser
• 720 Haushalte
Geografie
• Seehöhe: 480 - 1060 m
• Fläche: 47,67 km²
Facts and Figures
population
• principal residences: 1.900 people
• secondary residences: 441 people (population census 2001)
houses
• 680 houses
• 720 households
geography
• 480 - 1060 m above sea level
• area: 47,67 km²
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.
Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
information
i 5
Institutions l Marktgemeinde – municipality of Yspertal
Bildungsstand und aktuelle Ausbildung l Level of education and current education
Merkmal attribute total % male female
Bevölkerung ab 15 Jahre Population from 15 years 1.529 100,0 758 771
Nach der höchsten abgeschl. Ausbildung highest completed education
Pflichtschule compulsory school 500 32,7 175 325
Lehre apprenticeship 529 34,6 361 168
Berufsbildende mittlere Schule secondary technical and vocational school 261 17,1 110 151
Allgemein bildende höhere Schule secondary academic school 32 2,1 15 17
Berufsbildende höhere Schule secondary technical and vocational colleges 117 7,7 55 62
Kolleg postsecundary VET courses SW 4 0,3 SW 2 SW 2
Hochschulverwandte Lehranstalt »university colleges« 28 1,8 11 17
Hochschule universities 58 3,8 29 29
Bevölkerung im Alter von 25 bis 64 Jahren Population from 25 to 64 years
Akademikerquote percentage of academics 8,0 . 7,1 8,9
Schüler, Schülerinnen, Studierende pupils, students 328 100,0 162 166
Nach dem Typ der laufenden Ausbildung type of current education
Volksschule primary school 88 26,8 47 41
Hauptschule, neue Mittelschule lower secondary school, new secondary school 79 24,1 43 36
Sonderschule special school SW 1 0,3 - SW 1
Polytechnische Schule 3) polytechnic school SW 4 1,2 SW 2 SW 2
AHS-Unterstufe secondary academic school – lower level 11 3,4 SW 3 8
AHS-Oberstufe secondary academic school – higher level - - - -
Berufsschule vocational schools for apprentices (dual system) 38 11,6 26 12
Berufsbildende mittlere Schule secondary technical and vocational school 9 2,7 SW 4 SW 5
Berufsbildende höhere Schule secondary technical and vocational colleges 56 17,1 25 31
Gesundheitsschule higher education for health professions SW 3 0,9 - SW 3
Source:
sonstige laufende Ausbildung other current education 6 1,8 SW 2 SW 4
STATISTIK AUSTRIA,
Count of the registers Kolleg postsecundary VET courses SW 1 0,3 - SW 1
of residents 2011.
Hochschule universities 32 9,8 10 22
Created on:
Schulbesuch unbekannt School attendance unknown - - - -
24.01.2014.
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.
Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
information
i 6
Institutionen l Volkshochschule Südliches Waldviertel
Basisinformationen
• eingetragener und gemeinnütziger Verein mit Sitz in Yspertal
• gegründet am 12. Juni 2002
• Verband von 13 Mitgliedsgemeinden
• weitere Mitglieder Schulen, Vereine, Privatpersonen
• Mitglied der Landesorganisation Verband NÖ Volkshochschulen
Tätigkeiten
• Gesamtkoordination des Kursprogrammes
• 2 x jährlich
• Zeit- und Budgetplanung
• Datensammlung, Datenbearbeitung
• Inserenten- und Sponsorensuche
• grafische Gestaltung des Kursprogrammes
• Abwicklung Druck und Versand
• Bewerbung
• Kursplanung
• Kursadministration
• Öffentlichkeitsarbeit/Marketing
• Homepage www.volkshochschule.swv.at mit online Kursdatenbank
• Facebook
• Statistische Erhebungen
Finanzierung unserer Tätigkeit
• Subvention des Landes NÖ
• Subvention des Bundes
• Mitgliedsbeiträge
Budgeterstellung und Rechnungsabschluss jährlich.
Gremien
Der Vorstand ist das wichtigste Verbandsgremium.
Eine Generalversammlung findet jährlich statt.
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.
Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
information
i 7
Institutions l Volkshochschule Südliches Waldviertel (Adult education institution)
Basic information
• registered association based in Yspertal
• founded on the 12th of June 2002
• Association of 13 communities
• member of the national association
Activities
• program planning
• brochure of courses twice a year
• overall coordination
• time management
• program planning
• budget planning
• layout and print production of the brochure
• mailings
• promotion
• administration of courses
• pr / marketing
• website www.volkshochschule.swv.at
• facebook
• statistics
Funding
• subvention of the state (Lower Austria)
• subvention of the nation (Austria)
• financial support from the member
Budget planning and balance of accounts once a year.
General Assembly
The board is the most important council of our association.
A general assembly with all members takes place once a year.
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.
Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
information
i 8
Institutionen l Höhere Lehranstalt für Umwelt und Wirtschaft - Yspertal
Das Besondere an unserer Schule
Unikatschule
Die HLUW Yspertal gibt es nur 1 mal in Österreich und an der HLUW Yspertal lernen Jugendliche aus ganz Österreich. Der-
zeit besuchen ca. 390 SchülerInnen (davon ca. 40 % Mädchen) die Schule. Im Privatinternat sind mit den angeschlossenen
Wohnungen derzeit 290 SchülerInnen untergebracht. 50 Lehrpersonen unterrichten 14 Klassen. Hervorragende Ausbil-
dung auch für Mädchen durch neue Berufsfelder.
Praxis steht vor der Theorie
Die praktische Arbeit und die praktischen Erfahrungen mit den Lehrinhalten stehen stets vor der theoretischen Betrach-
tung. Unsere SchülerInnen sollen die Welt »begreifen« lernen!
Fächerübergreifende Projektarbeiten
Unterrichtsprojekte: pro Jahrgang mindestens 2 Unterrichtsprojekte (eine Klasse arbeitet gemeinsam an einem Projekt-
auftrag).
Projektwochen: in Österreich im Waldviertel (1. Jahrgang), in Matrei (2. Jahrgang), in Ungarn (Tokaj) und Ukraine (3. Jahr-
gang), in den Niederlanden und Brüssel (4. Jahrgang).
Projekt-Arbeitstage: zu Schulbeginn und zu Schulschluss verrichten wir verschiedenste Arbeiten in und rund um die
Schule und halten damit unsere Schule »in Schuss«. Dabei lernen wir einfache handwerkliche Arbeiten für unser zukün-
figes (Berufs-)Leben.
Teamarbeit
In allen Projekten und Praktika wird die Teamarbeit in den Vordergrund gestellt.
»Zusammen sind wir besser und es macht auch mehr Spaß!« lautet hier unser Motto.
Gemeinsame Beurteilung von Theorie und Praxis
Praktische Übungen und Theorie in einem Unterrichtsgegenstand ergeben eine gemeinsame Beurteilung. Die Theorie
und die Praxis eines Unterrichtsfaches wird auch vom gleichen Lehrer unterrichtet. Das bedeutet unsere Lehrkräfte kom-
men aus der Praxis.
Große Praxis
Dieses 12 Wochen dauernde Pflichtpraktikum soll Einblick in den Berufsalltag geben. Es muss einen ökologischen und
ökonomischen Anteil haben. Der 3. Jahrgang endet bereits im Mai und der 4. Jahrgang beginnt erst im Oktober um das
Pflichtpraktikum zeitlich zu ermöglichen.
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.
Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
information
i 9
Institutions l Höhere Lehranstalt für Umwelt und Wirtschaft - Yspertal
What is special about our school
»Unique«
The HLUW Yspertal is unique in Austria (first austrian school for sustainable economics). The students come from all over
Austria. At the moment 50 teachers teach about 390 pupils in 14 classes (about 40% of them are girls). 290 pupils live in the
private boarding school.
»Practice before theory«
»Practical work and experience before theoretical content« – our students should experience the world (learning by doing).
Interdisciplinary projects
2 projects/year per grade:
• 5 teamwork days
• Results has to be presented in public
• Report has to be written
4 project weeks (5 – 7 days):
• Adventure week (nature and sports)
• Alpine region (Eastern Tyrol)
• Hungary (Tokaj) and Ukraine
• Netherlands
At least 10 excursions:
E.g.: wastewater treatment plants, waste combustion, steel production, glass production, different local companies
Teamwork
Teamwork is important for every practical work and project.
Our motto: »Together we are successful, and work is more fun!!«
Only one mark for practice and theory
Practical training and theory in one school subject results in a collective assessment. Theory and practice for each subject
are also taught by the same teacher.
The »great practical training«
Duration: 12 weeks
The practical training provides an insight into everyday work life and must have an ecological and economic aspect.
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.
Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
information
i 10
Institutions l Höhere Lehranstalt für Umwelt und Wirtschaft - Yspertal
Leitbild & Leitgedanken
mission statement & main ideas
1. Mehr helfen als herrschen
»Aid instead of domination«
2. Die Mitwelt achten und schützen
»Respect and protect the world«
3. Visionäre Realisten heranbilden
»Form visionary realists«
4. Gemeinschaft leben
»Live community«
5. Freude an der schöpferischen Arbeit schaffen
»Spark interest in creative labour«
6. Global denken, regional und lokal handeln
»Think globally, act locally«
7. Dem Leben Sinn geben
»Give meaning to life«
Bildungsweg
Graduation
Gymnasium Berufsleben
Hauptschule
Neue Mittelschule Working life
Primary schools
FH
University of
applied science
Universität
University
5 Jahre Ausbildung 5 years of school
Reife- und Diplomprüfung High School Diploma
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
information
i 11
Institutions l Höhere Lehranstalt für Umwelt und Wirtschaft - Yspertal
Und was danach? After graduation?
Berufsbilder Job profiles
Kauffrau und Kaufmann für Industrie, Handel, Gewerbe Environmental and waste management representative
ControllerIn Waste technology
QualitätsmanagerIn Business administration
Umweltbeautragte(r) Environmental/Quality manager
Lab technician (environmental anaylsis)
Wasserwirtschaftsfachkraft Hazardous materials advisor
Sicherheitsfachkraft Safety manager
Abfallbeauftragte(r)
44,8 % start work
Laborfachkraft 55,2 % go to universities or universities of applied
UmweltanalytikerIn science
Abfall-RecyclingtechnikerIn
Gift-Gefahrgutbeauftragte(r)
30
30
24,8
25
Unsere AbsolventInnen Studieren 24,8
25
20,5
20
Studies at universities and colleges 20,5
20 16,8 16,8
16,8 16,8
15
15
9,9
10
9,9
10
5
5 1,3
0 1,3
Economics Univ. of Agricultural Natural sciences Technology Humanities Other
0
Sciences
Economics Univ. of Agricultural Natural sciences Technology Humanities Other
Sciences
14 13,2
12
14 13,2 11,2
9,9
Unsere AbsolventInnen arbeiten 10
12 11,2 9,2 9,2 9,2
8,6
9,9
108 9,2 9,2 9,2 6,6
8,6
Applying for a job after graduation 86 6,6
5,3
3,9 3,9
64 5,3
2,6
3,9 3,9
42 2,6
20
0
ry ry
Ad A ng ng
n on
co r co es les
W W job job
Se S try try
d
l m l m nt nt
g
t
IT
t nt
nt n
ye ye
tin tin
to to
e me
ec je me me
en me
ti nti
Pu P atio rati
s us
er e /sal /sa
l
re re plo plo
ke rke
ra ora
al a
un u
du d
em e
e
em ge
ci rci
t
O O ing sing
co cco
in in
is is
nm n nag nag
Pr P age ag
d
g
IT
m
ar Ma
bo ab
ag na
er e
in in
te ste
d nd f-em lf-e
n
m m
La L
Ac A
m dm
s a
vi nvi ma ma
an a
an a
m m
tr
ha h
m
as a
e
rc urc
En E try try
t m ct
ta nta
M
s
oj ro
en e
l
th th
m
fo fo
ro ro
s
an a
n en
de rd
ar a
G G
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
information
i 12
DI Isabell Vogl
Hochschule für
Agrar- und
Umweltpädagogik
Thesis l Influence of environmental education activities
on the social environment of student
Research question
Does sustainable education in schools influence the environmental awareness
of the social environment of the pupils?
• Do families discuss environmental issues learnt at school?
• Which sustainable topics and activities adress teenagers at the age of 12 years?
• Are there any changes in the environmental behavior in families?
Research design
• Development of learning units with sustainable topics for students in secondary schools
• Implementation of this learning units in 5 schools around Vienna
• Duration: 1 year, about 16 lessons in one school year
• Instructors: school teachers or extern pedagogical support
Planning – learning units
• Instruction manual for teachers
• Topic/description
• Aims
• Duration
• Methods and materials
• Preparation and homeworks
• Teaching process
• Further informations
• Presentation
• Worksheets
Research design
Surveys
• Ongoing interviews with teachers
• Pupils feedback and observation during learning units
• Written reflections in the pupils portfolios
• Interviews with the families of the pupils (bachelor theses – in process)
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
information
i 13
DI Isabell Vogl
Hochschule für
Agrar- und
Umweltpädagogik
Thesis l Influence of environmental education activities
on the social environment of student
Preliminary results
Do families discuss environmental issues learnt at school?
• Many factors which influence the effect of the environmental learning units in the family:
e.g. culture of conversation, general environmental awareness
• The effect of the learning units differs heavily.
• Some students are very interrested
• Some start thinking about environmental issues the first time
• Others are strongly influenced by the opinions of their parents
=> Students who are active in lessons talk about the activities at home and continue asking their parents .
Which sustainable topics and activities adress teenagers at the age of 12 years?
• Differences between boys and girls;
• girls: nutrition, plants and animals
• boys: energy and mobility
Are there any changes in the environmental behavior in families?
• Teachers suggest, that most pupils do not report of activities at school that much,
but some are totally enthusiastic by the topics
=> issues learnt at school are able to influence the families behavior
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 14
teaching materials l Self-observation and reflection
Theme / Description
• Monitoring own actions and reflecting them
• Communication and interaction
• Ecological footprint: environmental protection and sustainability
Aims - The pupils ...
• ... develop an overview of an area of their life.
• ... are able to reflect their acting.
• ... know what the ecological footprint is.
• ... link their acting with environmental impact and are able to evaluate it.
Duration
• 2 practice units, with at least one week between
Methods
• Independent learning with worksheets
• Internet search on the topic of „ecological footprint“. Pupils calculate their personal footprint by
their own (
• Instructions for self-observation at home, work sheets for each topic. At home the self-observati-
on will be performed in a self-selected topic for one week. The pupils document one area of their
lives :
• Time Management: How much time is spent for which activity? (Activities for school and leisure)
• Energy: Which devices, which require electricity are used and how often?
• Waste: Which waste and how much waste is disposed?
• Water: Which activities need how much water? How often are these activities performed?
• Nutrition: Which meals and drinks are consumed during the day?
• Reflection: The results of the research (self-observations) are discussed in the following lesson.The
pupils compare their results and jointly create a simple graphic to illustrate the results.
Materials
• Presentation
• Worksheets
• Computer, link list for search
• Paper and coloured pens
Preparations and follow-ups for teachers
• Worksheets to print:
• Worksheet „Self-observation at home - energy“
• Worksheet „Self-observation at home - waste“
• Worksheet „Self-observation at home – water consumption“
• Worksheet „Self-observation at home – time management“
• Worksheet „Self-observation at home - nutrition“
Preparation and follow-up for pupils
• Self-observation at home between the two units
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 15
Didactical reduction
• Pupils can continue working on the worksheets at home or in the following units
Notes
• Further literature :
• Andreas SCHELAKOVSKY and Markus LANGER: Ökologischer Fußabdruck in der Schule - Impulse,
Szenarien und Übungen für die Sekundarstufe, FORUM Umweltbildung/BMLFUW
• Platform footprint : http://www.footprint.at /
Process and teaching activities
1. Teaching unit
Duration Teaching activities and Topic and content Methods, media and
in minutes phases of the lesson materials
10 Welcome, introduction Topic, presentation of the Computer, Internet
link list
20 Practicing Research Pupils work in teams,
independent research
15 Securing the learning Reflection Discussion of the research
earnings in plenary sessions
5 Conclusion, closing Tasks for the self-observa- Worksheets „Self-observa-
remarks and outlook tion at home tion at home - ...“
2. Teaching Unit
Duration Teaching activities and Topic and content Methods, media and
in minutes phases of the lesson materials
10 Welcome, introduction, Review of the results of Presentations including
overview the last unit (ecological central questions for the
footprint) reflexion and graphics as
examples
25 Practicing Discussing of the results of Group works, creating a
the self-observation of the chart
one last week, comparison
between the pupils
10 Securing the learning Short field reports from Plenary
earnings the groups
5 Conclusion, closing re-
marks and outlook
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 16
Reference to sustainability
• Respect for future generations, other cultures, differences and diversity and the natural resources
• Spirit of research
• Responsible action
• Building up knowledge in a way that is cosmopolitan and integrates new perspectives
• Forward-looking thinking and taking action
• Interdisciplinary gaining experience and acting
• Being able to plan and act together with others
• Being able to motivate oneself
• Being able to identify and weigh up risks, hazards and uncertainties
• Being able to participate in collective decision-making processes
• Being able to use ideas of fairness as a basis of decision-making and acting
• Being able to feel empathy with others
• Interdisciplinarity
• Being problem-solving oriented
• Being value-oriented
• Diversity in methodology
• Participation
• Local relevance
Worksheet
01 – Self-observation at home – energy
02 - Self-observation at home – waste
03 - Self-observation at home – water consumption
04 - Self-observation at home – time management
05 - Self-observation at home – nutrition
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 17
01 – Self-observation at home – energy
Document for three days, which appliances, which consume electricity, you use. For this purpose fill
in the form below:
Date Duration of use
Appliance
Date Duration of use
Appliance
Date Duration of use
Appliance
Grade: .......................................... Date: ..........................................
Name: ..........................................
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 18
02 - Self-observation at home – waste
Document for three days which and how much waste you dispose. Also remember to put your waste
in the right bin: e.g. waste glass, scrap metal, waste paper. Fill in the form below for this purpose:
Date Type of waste
Waste / Quantity
Date Type of waste
Waste / Quantity
Date Type of waste
Waste / Quantity
Grade: .......................................... Date: ..........................................
Name: ..........................................
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 19
03 - Self-observation at home – water consumption
Document for three days for what you are using water. Fill in the form below for this purpose:
Date
Duration of use / Quantity Activity
Date
Duration of use / Quantity Activity
Date
Duration of use / Quantity Activity
Grade: .......................................... Date: ..........................................
Name: ..........................................
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 20
04 - Self-observation at home – time management
Document for three days, which activities you perform. Fill in the form below for this purpose:
Date
Duration Activity
Date
Duration Activity
Date
Duration Activity
Grade: .......................................... Date: ..........................................
Name: ..........................................
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 21
05 - Self-observation at home – nutrition
Document for three days what you eat and drink. Fill in the form below for this purpose:
Date
Quantity Eating / Drinking
Date
Quantity Eating / Drinking
Date
Quantity Eating / Drinking
Grade: .......................................... Date: ..........................................
Name: ..........................................
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 22
teaching materials l teamwork and communication
Theme / Description
• Verbal and nonverbal communication, teamwork and listening exercises to improve the compre-
hension skills
• Give, accept and follow work orders
Aims - The pupils...
• ... are able to listen and follow work-steps of the colleagues.
• ... are able to reproduce and reflect the work steps.
• ... learn to work in teams.
• ... find out if they like to work in teams.
Duration
• 1 practice unit
Methods
Entrance
• Gordian Knot: Short Game, which promotes cooperation and exercise: The pupils stand in a tight
circle and close their eyes. All students raise the hands over their head and than they are asked to
grab two other hands. As each hand has found another hand the eyes can be opened and the
nodes should be solved. or
• Raising a stick: Groups of 4-15 students try to lift together a stick (straight branch, broomstick,
long ruler) into the air. The stick may be touched only by the index fingers of teammates. At the
beginning all teammates are kneeling on the ground. The goal of this team game is that in the
end all pupils stand upright and the stick is height. Next level for the group is is to lay down the
stick in the floor.
Growing cress-seeds
All students except two of them leave the class, so that others do not see what happens. The teacher
explains the two pupils, how the seeds should be plant in the earth.
• Cut washed beverage cartons (Tetra Pak) in about 1 cm from the bottom
with a stanley knife cut (= pot)
• Give cotton wool on the ground
• Moisten cotton wool with water
• Seed the crees seeds
• Give instructions for watering and harvesting the plants (water daily and harvest in about one
week with scissors and sprinkle for example on sandwiches or salad
Once the first team has completed all activities, the next team comes into the class. The first team ex-
plains the process. Here, the first team is not allowed to touch anything and must carefully explain the
steps. The new team may not ask questions and must follow the instructions of the first team exactly.
Reflection – worksheet: Teamwork and communication (after the exercise with cress)
Students consider whether they like teamwork and reflect if they can give and follow instructions.
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 23
Materials
• cress-seeds (about 3 packages)
• cotton wool (1 package)
• water
• washed tetra packs (1 per pupil)
• stanley knife
• worksheet: Teamwork and communication
Preparations and follow-ups for teachers
• Worksheet to print:
• Worksheet – Teamwork and communication
• Organise the materials
Preparation and follow-up for pupils
• Complete the worksheet at home
Duration Teaching activities and Topic and content Methods, media and
phases of the lesson materials
5 Welcome, introduction Topic, presentation of lecture
educational objectives
10 Practicing Team building Team game
25 Practicing Communication Teamwork
5 Securing the results Reflection Discussion in plenary
sessions
Working sheet
(Self-observation)
5 Conclusion, closing re- Summary lecture
marks and outlook
Didactical reduction
• Larger teams for the cress exercise
• Shorten reflexion– worksheet: Teamwork and communication can be done at home
Reference to sustainability
• Respect for future generations, other cultures, differences and diversity and the natural resources
• Spirit of research
• Responsible action
• Building up knowledge in a way that is cosmopolitan and integrates new perspectives
• Forward-looking thinking and taking action
• Interdisciplinary gaining experience and acting
• Being able to plan and act together with others
• Being able to motivate oneself
• Being able to identify and weigh up risks, hazards and uncertainties
• Being able to participate in collective decision-making processes
• Being able to use ideas of fairness as a basis of decision-making and acting
• Being able to feel empathy with others
• Interdisciplinarity
• Being problem-solving oriented
• Being value-oriented
• Diversity in methodology
• Participation
• Local relevance
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 24
Worksheet
Teamwork and communication
• Cut washed beverage cartons (Tetra Pak) in about 1 cm from the bottom
with a stanley knife cut (= pot)
• Give cotton wool on the ground
• Moisten cotton wool with water
• Seed the seeds
• Give instructions for watering and harvesting the cress (water daily and harvest in about one
week with scissors and sprinkle for example on sandwiches or salad
Reflection
I fully agree I agree partially I do not agree I entirely agree
I like to work in teams
I like to work alone
It was easy to follow the
instructions of my colleagues.
It was easy to give
instructions.
I like teamwork because….
It like to follow the instructions because…..
It like to give instructions because…..
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 25
teaching materials l Communication and argumentation
Theme / Description
• Argumentation/discussion and presentation of environmental issues
Aims - The pupils...
• ... are able to formulate and structure information and arguments to various topics.
• ... are able to present their arguments.
• ... are able to take a stance to a matter.
Duration
• 1 practice unit
Methods
• three pupils work in one group and think about environmental issues. Their task is to find to each
of their chosen topics three:
• interesting information points
• arguments for the issue
• arguments against the issue
• If help is required pupils should have the opportunity to have a look in the internet. There are given
subjects:
• consumption and purchases
• nutrition and health
• mobility
• resource conservation
Afterwards the pupils are asked to present one of their chosen topics in the plenary. Each pupil can
have a role and tell the class about the information/pro or contra position.
Materials
• Presentation
• Worksheets
• Computer and internet
Preparations and follow-ups for teachers
• Worksheet to print:
• Worksheet „Argumentation and presentation“
Didactical reserve
• Pupils work with more topics
• Groups could develop symbols or logos for the environmental issues
Didactical reduction
• Just one topic per group
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 26
Process and teaching activities
Duration Teaching activities and Topic and content Methods, media and
in minutes phases of the lesson materials
5 Welcome, introduction, Task description and aims Presentations of the tea-
overview cher, maybe computers
with internet
15 Practicing Prepare topics Group works, three pupils
per group
25 Securing the learning Presentation of the results Plenary
earnings
5 Conclusion, closing Repeat results teacher
remarks and outlook
Reference to sustainability
• Respect for future generations, other cultures, differences and diversity and the natural resources
• Understanding
• Fairness
• Openness to dialogue
• Building up knowledge in a way that is cosmopolitan and integrates new perspectives
• Manage possible conflicts between aims by reflecting strategies for action
• Show empathy for others
• Interdisciplinarity
• Being problem-solving oriented
• Being value-oriented
• Diversity in methodology
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 27
Worksheet
Communication and argumentation
Work in groups of three persons. Choose one topic and a activity that contribute environmental pro-
tection. You can also find your own activity that protects the environment. Find to this activity three
• interesting information points
• arguments for the issue
• arguments against the issue
Topics and activities that protect the environment
Consumption and purchases
• Separate waste
• Avoid waste
• Buy drinks in returnable containers
• Do not buy so much clothing
• Use a shopping basked/linen bag instead of a plastic bag
• Do write a list with items you would like to buy (shopping list)
Mobility
• Go by bicycle or walk instead of going by car or bus
• Use the bus, train or bicycle when you go on holiday, do not go by aeroplane
resource conservation
• Do not litter, dispose your waste
• Save water
• Do not use cans (alumninium)
• turn off the light
• Turn off electronic devices and do not use standby modus
• Unsubscribe printed advertisment
• Do not print your E-Mails
• Print your pages on both sides
• press PET-bottles and cartons
Nutrition and health
• Eat less meat, more vegetables
• Buy biological produced food
• Buy regional produced food,
• Buy seasonal produced food
• Drink water instead of juices
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
ii
teaching material 28
activity that protects the environment:
.....................................................................................................................................................................................................................................
3 interesting information points
• ..................................................................................................................................................................................................................................
• ...................................................................................................................................................................................................................................
• ...................................................................................................................................................................................................................................
3 contra arguments
− .................................................................................................................................................................................................................................
− .................................................................................................................................................................................................................................
− .................................................................................................................................................................................................................................
3 pro arguments
+ .................................................................................................................................................................................................................................
+ .................................................................................................................................................................................................................................
+ .................................................................................................................................................................................................................................
Example
activity: environmental protection
• Environmental protection living areas for flora and fauna.
• Also firms and schools can contribute activities.
• There are a lot of actors that committed to environmental protection
- Environmental protection costs time and money.
- Environmental protection has a lack of attention by a lot of people.
- It would be absurd to take actions for the environment because it is able to cure itself.
+ Because of environmental protection we can guarantee a better live on earth for all livings.
+ It is important to protect rare animal and plant species.
+ The nature is our source for our nutrition, it is the most important we have.
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.i
Education in the focus »The EU strategy 2020« in regions with lack of access to infrastructure and high qualification jobs.
guideline 29
Leitfaden l Guideline
Nachhaltige Sommerakademie l Sustainable Summer Academy
This project has been founded with support from the European Comission. This publication reflects the views only of the
author, and the Comission cannot be held responsible for any use wich may be made of the information contained therein.You can also read
